Explicit and Implicit Written Corrective Feedback in Higher EFL Education: Evidence from Turkey

Year 2018, Volume: 19 Issue: 3, 104 - 116, 30.12.2018

M. Pınar Babanoğlu , Reyhan Ağçam , Nebahat Badem

https://doi.org/10.17679/inuefd.364809

Abstract

This study
investigated the efficiency of explicit and implicit written corrective
feedback in English as a Foreign Language (EFL) education in higher education.
Participants of the study were late-elementary and pre-intermediate adult
learners of English who were attending a preparatory school in a Turkish state
university. During a period of four weeks, exercises on prepositions were
delivered to subjects who were divided into three groups as two treatment
groups receiving explicit and implicit written correction and a control group
receiving no feedback. A pre-test and a post-test were applied to the groups at
the start and the end of the four-week treatment, respectively in order to
examine possible development of the groups. The results indicated significant
differences between pre-test and post-test scores of the groups receiving the
two types of written corrective feedback.

Keywords

corrective feedback, explicit and implicit written corrective feedback, EFL teaching and learning in higher education.

Yükseköğretimde Yabancı Dil Eğitiminde Açık ve Örtük Yazılı Düzeltici Geribildirim: Türkiye Örneği

Abstract

Bu çalışmada,  yükseköğretimde yabancı dil olarak İngilizce
öğretiminde açık ve örtük yazılı düzeltici geribildirim kullanımının İngilizce
ilgeç öğrenimi üzerindeki etkililiği araştırılmıştır. Çalışmanın katılımcıları,
bir Türk devlet üniversitesinin hazırlık okulunda  öğrenim görmekte olan
geç-başlangıç ve ön-orta-seviyede İngilizce öğrenen yetişkin öğrencilerden
oluşmaktadır. Doğrudan ve dolaylı yazılı geribildirim alan iki uygulama grubu
ve geribildirim almayan kontrol grubu olmak üzere üç gruba ayrılan
katılımcılara  dört hafta süreyle ilgeçlerle ilgili alıştırmalar
uygulanmıştır. Grupların gelişimini ölçmek amacıyla, dört haftalık uygulama
sürecinin başında bir ön-test ve sonunda bir son test uygulanmıştır.
Bulgular, doğrudan ve dolaylı yazılı geribildirim alan grupların ön- ve son-test
sonuçlarının anlamlı bir şekilde farklılaştığını ortaya çıkarmıştır.

Keywords

Yazılı düzeltici geribildirim, doğrudan ve dolaylı yazılı geribildirim, yabancı dil olarak İngilizce öğrenimi ve öğretimi

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